Operational Guidelines for the Recognition of Prior Learning (RPL) Under NTVQF

Transcription

1 Bangladesh Technical Education Board Agargaon, Sher-E-Bangla Nagor Dhaka-1207 Operational Guidelines for the Recognition of Prior Learning (RPL) Under NTVQF

2 Background The National Technical & Vocational Qualification Framework of Qualifications forms the basis of a new, more flexible and integrated system of qualifications. The need for such a system arises in the main from the national objective of moving towards a lifelong learning society, in which learners will be enabled to take up learning opportunities at chosen stages throughout their lives. The National Framework of Qualifications was launched in December These documents are as follows: - Determinations for the Outline National Technical & Vocational Qualification Framework. - Policies and Criteria for the Establishment of the National Technical & Vocational Qualification Framework. - Policies, Actions and Procedures for Access, Transfer and Progression for Learners In addition, an overview of the Framework was published at that time. The concept of lifelong learning indicates that learning should encompass the whole spectrum of formal, nonformal and informal learning. Learning occurs in many contexts that include work, involvement in social and community activities, or learning through life experience generally. In order to enable the individual to learn throughout life, equal value should be given to all these forms of learning regardless of source, how it is achieved or when in life it is achieved. A major objective of the National Technical & Vocational Qualification Framework is to recognise all learning achievements. It aims to do this by supporting the development of alternative pathways to qualifications (or awards) and by promoting the recognition of prior learning. Recognition is a process by which prior learning is given a value. It is a means by which prior learning is formally identified, assessed and acknowledged. This makes it possible for an individual to build on learning achieved and be formally rewarded for it. The term prior learning is learning that has taken place, but not necessarily been assessed or measured, prior to entering a programme or seeking an award. Prior learning may have been acquired through formal, non-formal, or informal routes. The National Skill Development Council of Bangladesh has set out the purposes of the recognition of prior learning in the Policies, Actions and Procedures for Access, Transfer and Progression for Learners: - Entry to a programme leading to an award - Credit towards an award or exemption from some programme requirements - Eligibility for a full award In addition, the recognition of prior learning can also be directly relevant in terms of facilitating employment. While there is not necessarily a direct link with qualifications in such recognition, this is a very important For the purposes of developing a national approach to there cognition of prior learning, prior learning encompasses2: 1. formal learning which takes place through programmes of study or training that are delivered by education or training providers, and which attract awards. 2. non-formal learning that takes place alongside the mainstream systems of education and training. It may be assessed but does not normally lead to formal certification. Examples of non-formal learning are: learning and training activities undertaken in the workplace, voluntary sector or trade union and in community-based learning. 3. informal learning that takes place through life and work experience (sometimes referred to as experiential learning). Often, it is learning that is unintentional and the learner may not recognise at the time of the experience that it contributed to his or her knowledge, skills and competences. It is a policy of the Qualifications Authority to promote the co-ordination and harmonisation of processes for the recognition of prior learning on the part of education providers and awarding bodies. It sees the development of national principles and operational guidelines as a first step in this direction. There are a number and a variety of different approaches to the recognition of prior learning on the part of education providers, awarding bodies, in the workplace and elsewhere.

3 Introduction: Recognition of Prior Learning or RPL is the official or formal recognition of one s knowledge and skills acquired or learned on the job or informal training or via life experience or any combination of these three. RPL provide opportunity to people having excess to formal qualification system and as a result they are able to gain eligibility for higher training or higher position in their carrier. People seeking job in the country or overseas also can be benefited with recognized certificate of qualification through RPL With the Support from TVET Reform BTEB piloted RPL in November 2013 March 2014 following a process specified in TVET quality assurance manual for Bangladesh. TVET quality assurance manual also prepared with support from TVET Reform Project and was approved by BTEB in RPL Process specified in quality assurance manual is as follows Interested candidates will apply for registration to authority for RPL assessment Only affiliated /registered RPL center are eligible to organize and conduct RPL The authority will provide information on RPL to candidates interested for RPL assessment Assessment can only be conducted by certified assessors RPL assessment design must be consistent with formal assessment design Assessment tools and qualification level in RPL will be the same as of formal assessment and qualification The assessor will brief the candidates on RPL prior to RPL assessment Evidences on prior learning such as work record, experience certificates, employment contract, skills log book, work sample etc are to be evaluated prior to assessment for eligibility of a candidates The stakeholders involved with RPL piloting felt the need for a separate approved RPL operational guideline to address these issues. B-SEP Project have taken initiative to support it and in consultation with BTEB prepared the draft RPL operational guideline on the basis of TVET Quality Assurance Manual and NTVQF Implementation Manual. Benefits of Developing Principles for the Recognition of Prior Learning Recognition of prior learning should meet the needs of learners. Recognition of prior learning can support the socially inclusive purposes of further and higher education and training, in that it facilitates entry to programmes, gives credit to or exemptions from a programme of study or access to a full award. Recognition of prior learning can address the needs of disadvantaged groups, part-time students and mature students, and can have a positive impact on retention of students. In addition, recognition of prior learning gives opportunities to providers of education and awarding bodies to use their assessment capability to up-skill individuals and meet workforce needs at local and national levels. Recognition of prior learning can bring benefits to the workplace by enhancing worker s employability and a better matching of skills demand and supply. Recognition of prior learning can assist in supporting staff development within organisations by increasing staff motivation to undertake appropriate education or training. It can reduce the amount of time required to acquire a qualification. Principles for the Recognition of Prior Learning (RPL) The principles for the recognition of prior learning are addressed to education and training providers, awarding bodies, and those in the workplace. The principles are available to those who are developing systems of recognition of prior learning and to those who wish to make use of the prior learning that has been recognised by other providers or awarding bodies. General - The recognition of prior learning will give value to all learning, no matter how that learning is achieved. - Participation in recognition is a voluntary matter for the individual. - The recognition of prior learning will be part of an inclusive approach to learning by education and training providers and awarding bodies. - Recognition of prior learning will provide opportunities for access, transfer and progression to education and training and for the achievement of an award.

4 - Recognition of prior learning will provide opportunities for learners to participate on an active basis in society in general and within a workplace context. Quality - Recognition of prior learning should be fully embedded within the quality assurance procedures of providersand awarding bodies. - Recognition of prior learning should maintain the standards of the National Technical & Vocational Qualification Framework and its awards. - Processes for the recognition of prior learning should be credible to all stakeholders. - The outcomes-based approach of the National Technical & Vocational Qualification Framework supports the attainment of awards through diverse routes, including the recognition of prior learning, and such recognition of prior learning will maintain and support the standards associated with the National Technical & Vocational Qualification Framework and its awards. Assessment - Assessment criteria for the recognition of prior learning should be published, made explicit to applicants, and applied consistently and fairly. - Assessment criteria should be based on learning outcomes of awards or standards of knowledge, skill and competence set out in the National Technical & Vocational Qualification Framework and by the relevant awarding bodies. - Assessment and verification mechanisms for the recognition of prior learning should be appropriate and fit for purpose. RPL implementation Steps Preparation and Selection Phase RPL Implementation Guideline i. Employed, unemployed and self employed people and overseas returnee workers having minimum one year work experience and people trained on or off the job formally, non formally or informally are eligible to apply for RPL in BTEB affiliated occupations. ii. iii. iv. Affiliated RPL assessment Center will advertise through their notice board or local media asking the interested and eligible candidates to enlist themselves for RPL. The advertisement should be made simultaneously in NSDC, BMET, ISCs, DTE and NCWE web sites. The advertisement should focus separately to encourage women and Peoples with Disabilities (PWD) Candidates willing to be assessed for TVET qualification under RPL programme will contact nearest affiliated RPL center for information on RPL process. RPL centers will provide the candidates with BTEB supplied brochure containing information on RPL including assessment process and explain any matters as requested. Interested candidates are required to show/produce evidence of their portfolio especially documents of their work experience/ work record, employer contact number/appointment letter/ apprenticeship certificate/ certificate of any former training /Skills Log Book/contract/sample of work/ photograph or video of their work/passport or work permit in case of overseas returnee or any other form of evidence which may be acceptable to RPL center. v. Interested candidates unable to show or produce such evidence as mentioned may still be considered eligible provided they prove their eligibility through a challenge test to the satisfaction of RPL center (challenge test described in xvii vi. Interested candidates may then asked the RPL assessment center to enlist them as potential RPL candidates by filling up a RPL center prescribed form

5 vii. viii. The RPL center will make a primary screening of interested potential candidates through a very short interview on basic literacy and numeracy and also knowledge on skills as specified by BTEB in their supplied manual. Once found suitable a candidate will be enlisted for RPL For women and PWDs (People with Disabilities) candidates the RPL center will handle the cases of women and PWDs separately on priority basis. Separate sitting arrangement, sanitation water supply facilitates are be ensured for them. In cases of PWDs physical assistance is needed to be provided to make interview room accessible for them. For vision and speech impaired candidates specialized people may be engaged for assistance. ix. RPL assessment center will notify or contact enlisted candidates directly or through their enterprises/employers, worker associations, informal training providers or NGOs to participate a orientation session Orientation Phase x. Each RPL assessment center will organize a 2 to 3 days orientation with 4 to 6 hours engagement per day for the enlisted candidates on competency standards, elements and performance criteria, required skills and knowledge and assessment process (dummy assessment is to be demonstrated). BTEB will provide a RPL orientation manual to each RPL assessment center for conducting the orientation. xi. xii. xiii. The orientation is to be conducted by persons/instructors who completed training on CBT &A methodology Candidate willing to participate in orientation will pay a fee to the orientation center. the fee is to be fixed by BTEB in consultation with stakeholders. Candidates sponsor also may pay this fee to RPL center. The fee is for paying honorarium to assigned staff who provide orientation The size of group for orientation is maximum 20 candidates. The RPL center will decide the group within this number according to their facilities available. xiv. xv. xvi. At the end of orientation the RPL assessment center will provide the oriented candidates BTEB prescribed application form for registration and also self assessment sheet for declaration of competency to be applied for assessment Candidates, who do not want to attend orientation, will still have a chance to be enlisted for RPL. In that case he or she has to face a challenge test by the RPL center to prove him/her that he or she is aware and has knowledge on competency standards and competency based assessment system. RPL orientation manual will specify the method and criteria for challenge test. Candidates will fill up and submit the application form for registration along with two copies of passport size photographs, document of evidence on his prior learning and experience and payment of registration fee as fixed by BTEB to RPL assessment center. Candidate s sponsor may also pay this fee. The candidates also will fill up the self assessment declaration sheet on competency to be assessed. xvii. In case a candidate is unable to collect such types of evidence documents as mentioned here, challenge test will be applicable for him/her xviii. All information on RPL including application form, brochure etc to be provided by BTEB and RPL center will be in Bangla. However the candidates have the option to produce evidence document either in Bangla or in English

6 Assessment and certification phase xix. xx. xxi. When a group of ten candidates applied for registration to be assessed on particular qualification level of a BTEB affiliated occupation, the RPL center will fix date convenient to BTEB for assessment and request BTEB in prescribed electronic format to conduct assessment. For a group of 10 candidates one industry assessor and an internal facilitator trained on CBT&A from the assessment center will be engaged. Like formal assessment a BTEB official will be present to guide the assessment process. The assessment center will engage support staff for technical and logistic arrangement during the assessment process. Same tools are to be used for RPL assessment as applied to formal trainees and there will be no difference of assessment methodology for formal and RPL candidates. xxii. The certification process by BTEB for RPL will be the same as stated in quality assurance and implementation manual. xxiii. For reassessment or any kind of appeal by the candidates same guideline will be applicable like formal assessment as stated in quality assurance and implementation manual. xxiv. For certification of assessor same guideline will be applicable except instead of orientation they have to undergo a 4 day training on pre designed CB assessment process and they are from industries either self or wage employed and having 1-2 years experience in respective occupation with knowledge on literacy and numeracy required for qualification to be assessed. xxv. Either BTEB or RPL center will advertise in media for enlistment or contact the certified assessors through ISCs, worker association, NCCWE, industry management or individually. For them RPL assessment will be in two days. In the 1 st day skill assessment. Those who will be found competent in skills will undergo CB assessment training followed by assessment on CB assessment of level 4. For training, assessment, certification and appointment of assessor BTEB will prepare a separate guideline. Reservation xxvi. BTEB will fix fee of assessors for their engagement in assessment xxvii. BTEB may revise this guideline time to time in consultation with its stakeholders as per need arises